- Title
- Causes of conflict in school governing bodies of Mthatha district schools in King Sabata Dalindyebo Municipality
- Creator
- Mandisa Nokwanda Memela
- Date
- 2013
- Type
- Masters
- Identifier
- http://hdl.handle.net/11260/2838
- Identifier
- vital:42963
- Description
- ABSTRACT According to the South African Schools Act (Act 84, 1996) (SASA), which came into effect in the beginning of 1997, all public schools in South Africa should have democratically elected School Governing Bodies, with parents, educators, non-teaching staff, learners and the principal. Their functions included creating an environment conducive to teaching and learning, developing a vision and mission statement for the school and promoting the best interests of the school. School governance practices are performed with tension due to values inherent in African traditions; customs and values of modern school leadership. Integrating schools and the communities and making the former accountable to its community and having representations of legitimate interests in the schools are seen as politically and socially correct. It is argued that conflicts and tensions in school governance are likely to continue. In this study, the researcher explores and analyses causes of conflict in SGBs of Mthatha District schools in King Sabata Dalindyebo Municipality. A quantitative study using questionnaires was conducted, using five respondents of the School Governing Bodies (SGBs) from each of the rural, semi-urban and urban schools. Two schools were selected from each of these categories. This gave a total of thirty respondents. Non- probability purposive sampling was used. Two types of comparative analysis were done to the quantitative data. There was the usual descriptive statistical analysis meant to draw comparisons based on the responses within a given variable. This was the initial analysis for quantitative data. Some reliable conclusions were determined from this analysis. The findings of the study reveal numerous causes of conflict in SGBs related to SGB‟s in ability to execute their functions and ability to rule the school as prescribed in the South Africa Schools Act.84 of 1996. The causes of conflict include parents‟ level of education, parental interference, illiteracy, or lack of transparency, recruitment and lack of financial mismanagement. Finally, it is also evident that only learners could not be blamed for causing conflict. The study concludes with some recommendations, amongst them that there should be a friendly atmosphere between parents and teachers with teachers accepting the presence and involvement of parents in the running of school activities but that parents should not interfere in the teaching practices of educators and should not be at school during odd hours of the day.
- Format
- Contributor
- EN Cishe
- Contributor
- SD Mantlana
- Publisher
- Walter Sisulu University
- Language
- English
- Rights
- Walter Sisulu University
- Hits: 243
- Visitors: 300
- Downloads: 67
Collections
WSU Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Mandisa Nokwanda Memela.pdf | 281 KB | Adobe Acrobat PDF | View Details Download |